Abstract
This paper examines the reasons contributing to the inadequate experiences in education and training facing Libyan university students, particularly in English language programmes. Many critics attribute this to universities' focus on processes and procedures rather than on learning outcomes. The study adopted a quantitative research method. A sample of 90 postgraduate students answered the online questionnaire using Google Forms to gauge respondents’ insights regarding their experiences and perceptions of these programmes at Tripoli University. Results of the study revealed that most students recognise the importance of English language programmes for earning a quality degree. Students increasingly view education as a path to employability and career progression. The paper also revealed that the main challenges in English Language Programmes at Libyan universities stem from outdated teaching methods, insufficient modern resources, and a lack of emphasis on developing practical communication skills. To address these issues, the study recommends revising the curriculum to include more communicative approaches, improving access to technological resources, and providing continuous professional development opportunities for educators. Such perspectives are driven by economic concerns, a competitive job market, and the belief that degrees alone are insufficient for employment.